The editorial article defines the genre of syllabus as a kind of academic writing, and discusses the emerging conventions of published syllabi.
The article discusses the concept of teaching English as an International language. Theoretical aspects connected with the appearance of the present paradigm are discussed; special attention is given to the question of Intercultural communication, which is the basis of the EIL methodology. By the way, the essential and probably inevitable transfer from teaching English as a Foreign language to English as an International language is also noted. The main aim of the work is to highlight theoretical and practical moments, which are necessary to analyze in order to create maximum efficiency at the lessons of English.
The article is based on the results of qualitative interviews and analysis of documents. The authors consider conditions of the development of social anthropology curricula in Russian universities. They claim that social anthropology programs in Russia in the beginning of 1990s have been established under the conditions of competition of different agents and their ideologies. The study of a discussion on educational standards helps reconstruct institutional dynamics that have led to a crisis of university training program in social anthropology. An analytic perspective of sociology of knowledge has been used to consider such factors of this program development as legacy of intellectual traditions, ideological and bureaucratic control of higher education, conflict of agents interested in monopolization of this field. The types of educational programs have been presented that implement national standard in social anthropology in different Russian universities. The typology is based on the axes universal / local and pure / applied scholarship.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.